STUDENTS’ SCIENTIFIC ATTITUDES IN ISLAMIC EDUCATION LEARNING: ROLES OF SELF-EFFICATION AND SOCIAL SUPPORT

The importance of students' scientific attitudes in Islamic education learning is not only demands of the written curriculum but rather as part of the competencies that must be achieved as a whole as capital to become an environmentally conscious human being, science, and society. Psychological factors also determine scientific attitudes including self-efficacy and social support. This study aims to examine: a) correlation between self-efficacy and student’s scientific attitude in Islamic education learning, b) correlation between social support and students' scientific attitude in Islamic education learning, and c) correlation between self-efficacy and social support both with students' scientific attitudes in Islamic education learning. Subjects were elementary school students that consist of the forth, fivth, and sixth class, with totally are 152 students. Instruments used in data gathering are scientific attitude scale, self-efficacy scale, and social support scale. Data analysis techniques used regression analysis. Results showed that there was a significant positive correlation between self-efficacy and students’ scientific attitude in Islamic education learning with r = 0.367 and p = 0.000 (p<0.05). There is a significant positive correlation between social support and scientific attitude in Islamic education learning with r=0.381 and p=0.000 (p<0.05). There is a positive and significant correlation between self-efficacy and social support together with scientific attitude in Islamic education learning with F = 18.222 and p = 0.000 (p <0.05).